Media Education: international Trends

latin media - means) is understood as a special direction

in pedagogy that advocates the study by schoolchildren and students of the laws of mass communication.
Media education means giving each youngster the ability to understand the situation in which he stands when he is the target of media-related messages.
It means making him able to be an active media reader, listener or viewer capable of appropriating a maximum of original information from all kind of media-related documents, and especially audiovisual documents.
«The process of education and development of a person using and on the material of mass media with the aim of creating a culture of communication with the media, creative, communicative abilities, critical thinking, interpretation, analysis and evaluation of media texts, teaching various forms of self-expression using media technology» (A.V. Fedorov)

of development of media education in Canada:
1950 - 1960 -

The emergence of media education in Canada.
1970 - 1980 years. - The period of formation.
1990 - 2005 - The current stage of development of media education in the country.
At the origins of Canadian media education was a famous scientist and teacher M. McLuhan (1911-1980). Without a doubt, the scientific studies of this outstanding theorist of the twentieth century had a significant impact on the modern Canadian system of media education in general.

Saskatchewan (MLS).
• 1990 - Media Literacy Association in Manitoba (MAML).
•

1990 - French-speaking media culture workers in the province of Quebec established their Media Literacy Association (AMEQ).
• 1991 was a very fruitful year: the Canadian Media Education Association (CAME) and the British Columbia Media Literacy Association (BCAME) were created in Vancouver.
• 1992 - Establishment of a similar association in the province of Nova Scotia (AML-NS).
• 1993 - The Media Competency Association (AAMA) was established in Alberta.
• 2001 - The Media Literacy Association in Newsbraki (AMLNB) appeared.
• 2003 - Establishment of the Media Literacy Association of Newfoundland and Labrador.

purposeful design.
Each media text has a unique aesthetic form.
In the

media text, the form and content are strictly interconnected.
The audience evaluates the importance of the media text, taking into account such indicators as age, gender, race, life experience.
Media contains ideological value messages.
Media has commercial and political significance. Canadian media education models at the present stage have received the greatest distribution and support in most developed countries of the world.

in the UK:
• Mainstream (formal) education – the study of

media in the secondary, further and higher education curriculum, with specifications, qualifications and measurable assessment outcomes – Media Studies (and vocational equivalents), Film Studies and Media/non-literary textual analysis in English.
• Broader, but more variable and less measurable examples of media literacy across the curriculum and extra-curricular activity facilitated by educational institutions – for example, within literacy education in the primary curriculum, Citizenship, History, Art, and Sociology.
• E-safety policy in the school system.
• Computer and information literacy/education outside of the formal educational system.